NCERT MCQ CLASS – 12 | HISTORY | CHAPTER- 13 | MAHATMA GANDHI AND THE NATIONALIST MOVEMENT CIVIL DISOBIDIENCE AND BEYOND | EDUGROWN |

In This Post we are  providing  CHAPTER 13 MAHATMA GANDHI AND THE NATIONALIST MOVEMENT CIVIL DISOBIDIENCE AND BEYOND NCERT MCQ for Class 12 HISTORY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter.

NCERT MCQ ON MAHATMA GANDHI AND THE NATIONALIST MOVEMENT CIVIL DISOBIDIENCE AND BEYOND

Mahatma Gandhi and the Nationalist Movement Class 12 MCQ Question Answer

1. When was ‘Government of India Act’ Passed?
(A) In 1892 AD
(B) In 1909 AD
(C) In 1919 AD
(D) In 1935 ADAnswer

Ans. (D) In 1935 AD


2. When did the incident of ‘Chauri-Chaura’ Take Place ?
(A) In January, 1920 AD
(B) In March, 1921 AD
(C) In February, 1922 AD
(D) In January, 1923 ADAnswer

Ans. (C) In February, 1922 AD


3. From where Gandhiji started his ‘Dandi March’ ?
(A) Dandi
(B) Sabarmati Ashram
(C) Kathiawar
(D) SuratAnswer

Ans. (B) Sabarmati Ashram


4. Who was the Political Guru of Mahatma Gandhi ?
(A) Vinoba Bhave
(B) Ravindra Nath Tagore
(C) Gopal Krishna Gokhle
(D) None of theseAnswer

Ans. (C) Gopal Krishna Gokhle


5. When was the Second Round Table Conference’ held ?
(A) In 1930 AD
(B) In 1931 AD
(C) In 1932 AD
(D) In 1933 ADAnswer

Ans. (B) In 1931 AD


6. When Gandhi Ji started Individual Satyagraha ?
(A) 1942 AD
(B) 1940 AD
(C) 1941 AD
(D) 1943 AD

Ans. (B) 1940 AD


7. When the All India Hindu Mahasabha was established?
(A) 1916 AD
(B) 1915 AD
(C) 1917 AD
(D) 1918 AD

Ans. (B) 1915 AD


8. Which city was the Capital of British India in 1911?
(A) Delhi
(B) Bombay
(C) Calcutta
(D) Madras

Ans. (C) Calcutta


9. When the Muslim League was established ?
(A) 1907 AD
(B) 1908 AD
(C) 1906 AD
(D) 1909 AD

Ans. (C) 1906 AD


10. When Mahatma Gandhi began Dandi March?
(A) 12th March, 1930 AD
(B) 12th April, 1931 AD
(C) 13th March, 1931 AD
(D) 14th March, 1932 AD

Ans. (A) 12th March, 1930 AD


11. In which Session the Congress and Muslim League pact was signed ?
(A) Lucknow
(B) Surat
(C) Lahore
(D) Bombay

Ans. (A) Lucknow


12. Who was the last Viceroy of India ?
(A) Lord Mountbatten
(B) Dr. Rajendra Prasad
(C) Lord Attlee
(D) Lord Wavell

Ans. (A) Lord Mountbatten


13. When the ‘Poona Pact’ was signed ?
(A) In 1930 AD
(B) In 1931 AD
(C) In 1932 AD
(D) In 1934 AD

Ans. (C) In 1932 AD


14. Who had written Sare Jahan Se Achchha Hindustan Hamara?
(A) Abul Fazal
(B) Firdausi
(C) Barni
(D) Mohammad Iqbal

Ans. (D) Mohammad Iqbal


15. Who is considered the founder of League ?
(A) Muhammad Ali Jinnah
(B) Muhammad Iqbal
(C) Sir Aga Khan
(D) Sir Syed Ahmad Khan

Ans. (D) Sir Syed Ahmad Khan


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CHAPTER -1 A Tale of Two Birds Class 6th | CLASS 6th |IMPORTANT QUESTIONS & MCQs | NCERT ENGLISH | EDUGROWN

Class 6th English A Pact with the Sun

NCERT Solutions for Class 6 English are solved by experts  in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 English NCERT Important Questions & MCQs (Honeysuckle, A Pact With the Sun) with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 English can easily make a grade in their board exams.

Chapter 1 A Tale of Two Birds

MCQ Questions

Question 1.
Where did the bird and her new born babies live?
(a) in a house
(b) in a farm
(c) in a forest
(d) in a burrow

Answer

Answer: (c) in a forest


Question 2.
Who killed the mother bird?
(a) a hunter
(b) a storm
(c) a peasant
(d) a parasite

Answer

Answer: (b) a storm


Question 3.
What for did the king come to the forest?
(a) hunting
(b) amusement
(c) resting
(d) none of these

Answer

Answer: (a) hunting


Question 4.
What did the king see in the forest?
(a) a tiger
(b) a deer
(c) a lion
(d) a rabbit

Answer

Answer: (b) a deer


Question 5.
Why did the king lose his way in the forest?
(a) he was not known to the place
(b) his horse put him on the wrong
(c) he had gone deep into the forest
(d) none of these

Answer

Answer: (c) he had gone deep into the forest


Question 6.
Where did the king go?
(a) to a house
(b) to a temple
(c) to a palace
(d) to a cave

Answer

Answer: (d) to a cave


Question 7.
Whom did he see there?
(a) a brown bird
(b) a guard
(c) a wicked man
(d) a holy man

Answer

Answer: (a) a brown bird


Question 8.
Who said this, “Quick! Hurry up! Come and take his jewels and his horse.”
(a) the wicked man
(b) the guard
(c) the wicked brown bird
(d) none of these

Answer

Answer: (c) the wicked brown bird


Question 9.
What did the king do then?
(a) stole the jewels
(b) stole the horse
(c) went into the cave
(d) rode away

Answer

Answer: (d) rode away


Question 10.
Where did the king go next?
(a) to a house
(b) to a palace
(c) to an ashram
(d) to a temple

Answer

Answer: (c) to an ashram


Question 11.
“Welcome to the ashram”. Who greeted the king?
(a) the rishi
(b) the guard
(c) the wicked bird
(d) the bird

Answer

Answer: (d) the bird


Question 12.
Who asked the king to share his food?
(a) the rishi
(b) the guard
(c) the bird
(d) the dacoits

Answer

Answer: (a) the rishi


Question 13.
Who told the story of two birds to the king?
(a) the bird
(b) a common man
(c) the dacoits
(d) the rishi

Answer

Answer: (d) the rishi


Question 14.
Who said this, “A man is known by the company he keeps.”
(a) the holy man
(b) the king
(c) the bird
(d) none of these

Answer

Answer: (a) the holy man

Important Questions

Question 1.
Where do the two baby birds live with their mother?
Answer:
The two baby birds live in a tall and shady tree.

Question 2.
How were the two birds separated?
Answer:
The two birds were separated by a strong wind.

Question 3.
Why was the king amazed?
Answer:
The king was amazed to hear a similar voice of a bird again.

Question 4.
Why did the king go to forest?
Answer:
The king went to the forest for hunting.

Question 5.
Why did the king go near the cave?
Answer:
The king lost his way in the forest and was exhausted. To take some rest, he got down the horse and went to find a resting place near the cave.

Question 6.
How was the rishi?
Answer:
The rishi requested the king to go inside the ashram. He asked him to make himself comfortable and share his food.

A Tale of Two Birds Extra Questions and Answers Long Answer Type

Question 1.
A man is known by the company he keeps. Comment.
Answer:
The story of two birds reveal this truth. Both the birds were siblings but the drastic difference in their attitude is evident. They responded in contrast with each other when they saw the king. The first bird behaved like robbers. Whereas the second bird welcomed him as it was bred in a rishi’s ashram.

Question 2.
The child should be nurtured well to make him/her a good citizen. Do you agree or not?
Answer:
A child will grow into a responsible citizen if lie/she is groomed well. A child is like a bud, its mental, psychological and social aspects should be given priority. Education enables a person to earn the livelihood. And the traits that he adopts decide how he is going to behave.

Question 3.
How did the two baby birds get separated?
Answer:
The two baby birds got separated as wind blew them away to the other side of the forest. Both landed at different places.

Question 4.
Where did each of them find a home?
Answer:
One of the young birds found its home near a cave. A gang of robbers lived there. The other bird landed outside the ashram of a rishi at a little distance.

Question 5.
What did the first bird say to the stranger?
Answer:
The stranger heard the first bird cried out. “Quick! Hurry up! There’s someone under the tree. Come and take his jewels and his horse. Hurry or else he’ll slip away”

Question 6.
What did the second bird say to him?
Answer:
The second bird asked the king to make himself comfortable in the ashram. She welcomed the king.

Question 7.
How did the Rishi explain the different ways in which the birds behaved?
Answer:
The rishi smiled and explained the different ways in which the birds behaved by saying after all one is known by the company he keeps. The first bird has always heard the talk of robbers, imitates them and talks about robbing people. The other bird repeats what he always heard and so welcomes people to the ashram.

Question 8.
Which one of the following sums up the story best?
(i) A bird in hand is worth two in the bush.
(ii) One is known by the company one keeps.
(iii) A friend in need is a friend indeed.
Answer:
(ii) The line that sums up the story best is “One is known by the company one keeps”.

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NCERT MOST IMPORTANT QUESTION CLASS – 12 | HISTORY | CHAPTER- 15 | FRAMING THE CONSTITUTION THE BEGINING OF A NEW ERA | EDUGROWN |

In This Post we are  providing  CHAPTER 15 FRAMING THE CONSTITUTION THE BEGINING OF A NEW ERA NCERT MOST IMPORTANT QUESTIONS for Class 12 HISTORY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter.

NCERT MOST IMPORTANT QUESTIONS ON FRAMING THE CONSTITUTION THE BEGINING OF A NEW ERA

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Important Questions for Class 12 History Chapter 15 Framing the Constitution (The Beginning of a New Era)

December 11, 2019 by Bhagya

Important Questions for Class 12 History Chapter 15 Framing the Constitution (The Beginning of a New Era)

Important Questions for Class 12 History Chapter 15 – 2 Marks Questions

Question 1.
Why is ‘Objective Resolution’ of Nehru considered as momentous resolution? Give two reasons? (HOTS; Delhi 2013)
Answer:
Objective resolution was considered as momentous resolution because:

  • It outlined the defining ideals of Constitution of Independent India and provided framework within which constitution making was to be proceeded.
  • It proclaimed India to be an “Independent Sovereign Republic”.

Question 2.
Mention any two arguments given by Balakrishna Sharma for greater power to the centre.
Answer:
Balakrishna Sharma said following things in favour for greater power to the centre:

  • He said strong centre could plan for well-being of the country and it can mobilise the available economic resources of the country.
  • Strong centre can establish proper administration and defend the country against foreign invasion.

Question 3.
Describe the different arguments made in favour of protection on of depressed class in the Constituent Assembly.
Answer:

The following arguments were made in favour of protection of depressed classes in the Constituent Assembly:
1. It was realised that the depressed classes especially tribals and untouchables needed special attention and safeguards to raise their status in society and provide them equality. But some members of the depressed class emphasised that the problem of the “Untouchables” could not be resolved through protection and safeguards alone.

2. These members believed that the disabilities of the depressed class were caused by the social norms and the moral values of caste divided society. The depressed class had been left in isolation with this belief that they are not born to be fit in the civil society.

Their suffering was due to their systematic marginalisation. They had no aceess to education and also had no share in the administration.
Thus, in the Constituent Assembly many recognised that social discrimination could not solve only through constitutional legislation, there had to be a change in the attitudes within society

Question 4.
“The discussions within the Constituent Assembly were also influenced by the opinions expressed by the public”.
Examine the statement.
Answer:

The public opinion had a considerable effect on the discussions of the Constituent Assembly that were:

  • There was public debate on all the resolutions.
  • The newspapers reported the arguments presented by different members on any issue.
  • Criticisms and counter criticism in the press shaped the nature of the consensus that was ultimately reached on specific issues.
  • Suggestions from the public was also welcomed which created a sense of collective participation.
  • Many linguistic minorities demanded protection of their mother tongue. Religious minorities asked for special safeguards.
  • The groups low caste or dalits demanded an end to ill-treatments by upper caste people and reservation of separate seats on the basis of their population in legislatures.
  • Important issues of cultural rights and social justice raised in the public discussions were debated in the Assembly.
  • In the same way, groups of religious minorities came forward and asked for special safeguards.

Question 5.
“A communist member Somnath Lahiri saw the dark hand of British . imperialism hanging over the deliberations of the Constituent Assembly”. Examine the statement and give your own views in support of your answer.
Answer:

The statement implies that Somnath Lahiri saw the influence of the British imperialism over the deliberations of the Constituent Assembly.
As a result, he urged the members to completely free themselves from the influences of imperial rule. During the winter of 1946-47, when the assembly was constituted, the British were still in India.

An interim administration headed by • Jawaharlal Nehru was in place, but it could only operate under the directions of the viceroy and the British Government in London. Lahiri exhorted his colleagues to realise that the Constituent Assembly was British made and was working on the British plans as the British should like it to be worked out.

Question 6.
“Within the Constituent Assembly of India the language issue was intensely debated”. Examine the views put forward by members of the assembly on the issue.
Answer:

The language issue was intensely debated in the Constituent Assembly. R.V. Dhulekar, Shrimati G. Durgabai, Shri Shankarrao Deo and T.A. Ramalingam Chettiar were prominent members of the Constituent Assembly who gave their remarkable views on language.

R.V. Dhulekar, a Congressman from the United Provinces, made a strong plea that Hindi must be used as the language of constitution making. He stated! “People who are present in this house to fashion a constitution for India and do not know Hindustani are not worthy to be member of this Assembly. They better leave”. Many members of the Assembly became agitated and the controversy regarding language continued over the next three years.

After three years, the Language Committee of the Constituent Assembly had produced its report. The committee tried to give a compromise formula to resolve the dead lock between those who advocated Hindi as the national language and those who opposed it. The committee suggested Hindi in the Devanagari script would be the official language along with English. But this solution could not satisfy members like Dhulekar who wanted to see Hindi as the national language of India.

Shrimati G. Durgabai from Madras expressed her worry that this controversy made the non-Hindi speaking people to think that other powerful languages of India would be neglected and it was an obstacle for the composite culture of our nation. She informed the House that the opposition in the South against Hindi was very strong. She said “The opponents feel perhaps justly that this propaganda for Hindi cuts at the very root of the provincial languages”.

She along with many others had obeyed the call of Mahatma Gandhi and carried on Hindi propaganda in the South. She accepted Hindustani as the language of the people. But its character was changed as it took many Urdu words and regional vocabulary. Durgabai believed this composite character of Hindustani was bound to create anxieties and fears among different language groups.

Shri Shankarrao Deo, a member from Bombay, a Congressman and a follower of Mahatma Gandhi accepted Hindustani as a language of the nation. But he warned “If you want my whole-hearted support (for Hindi) you must not do now any thing which may arise my suspicions and which will strengthen my fears”.

T. A. Ramalingam Chettiar from Madras suggested that whatever was done had to be done with caution. Because the cause of Hindi would not be helped if it was pushed too aggressively. There would be fear and bitter feelings among people if Hindi was applied forcefully, although the people might be unjustified. So he believed that to form a united nation “there should be mutual adjustment and no question of forcing things on people.”In this way different members of the Constituent Assembly expressed their views regarding the controversy.

Question 7.
How did Constituent Assembly of India protected the powers of the Central government? Explain.
Answer:

India achieved its independence on 15 th August, 1947 and was also divided into two parts i.e. India and Pakistan. Before the partition, the Constituent Assembly did not communicated itself in commendation of a strong Central Government, but after the declaration of partition on 3rd June, 1947, Constituent Assembly considered itself free from all restrictions inflicted by Cabinet Mission and political pressures. Constituent Assembly decided to opt for a federation alongwith strong centre. There were arguments in favour of strong provinces which evoked powerful reactions from the leaders who preferred strong centre.

Dr BR Ambedkar and Jawaharalal Nehru propounded a strong Central Government for India. They mentioned to the riots’and violences that were fearing the nation apart and stated that only a strong centre can stop the communal disharmony. Balakrishna Sharma focussed on length of the nation and stated that only a centre, which was powerful could plan for the well-being of the country. Strong centre would help in mobilising available economic resources and proper administration was possible only through strong centre only.

In spite of arguments of the centre has likely to break or inefficiency of the centre, the rights of the states were most impressively defended by K Santhanam from Madras. Also the decision of the Constituent Assembly to have a strong centre was occasioned by the situations in which it was taken. Most of the members felt that strong centre was the need of the hour. It was necessary to ensure peace, prosperity and political stability, and hence, Gopalaswami Ayyangar requested to make centre as strong as possible.

Question 8.
“There cannot be any divided loyalty”
Govind Ballabh Pant argued that in order to become loyal citizens people had to stop focusing only on the community and the self.
For the success of democracy one must train himself in the art of self discipline.

In Democracies one should care less for himself and more for others. There cannot be any divided loyalty. All loyalties must exclusively be centred round the state. If in a democracy, you create rival loyalties, or you create a system in which any individual or group, instead of suppressing his extravagance, cares nought for larger or other interests, then democracy is doomed.

  1. Why did Govind Ballabh Pant lay more stress on the art of self-discipline?
  2. What was considered important for the success of democracy?
  3. ‘In Democracies one should care less for himself and more for other.’ Give your views on this philosopy. (Delhi 2015)

Answer:
1. Govind Ballabh Pant suggested that to make democracy successful, one should be self disciplined. Individual should care less for personal gain and focus more on collective benefit or for others gain in democracy. So a trait of sacrifice should be present in every citizen and this character of sacrifice can be learned through discipline.

2. For success of democracy, there should not be divided loyality and it must be centred round the state and citizens
should care less for themselves and more for fellow citizens.

3. This philosophy of democracy suggests that one should be considerate towards other, nothing should be done for personal gain which can harm the interest of other person or large section of people. This philosophy promotes the feeling of people centric benefits instead of individual centric.

Question 9.
‘We are not just going to copy’
We say that it is our firm and solemn resolve to have an independent sovereign republic. India is bound to be sovereign, it is bound to be independent and it is bound to be a republic….Now, some friends have raised the question “Why have you not put in the word ‘democratic’ here.?” Well, I told them that it is conceivable of course, that a republic may not be democratic but the whole of our past is witness to this fact that we stand for democratic institutions.

Obviously, we are aiming at democracy and nothing less than a democracy. What form of democracy, what shape it might take is another matter. The democracies of the present day, many of them in Europe and elsewhere, have played a great part in the world’s progress. Yet it may be doubtful if those democracies may not have to change their shape somewhat before long if they have to remain completely democratic. We are not going just to copy, I hope, a certain democratic procedure or an institution of a so-called democratic country.

We may improve upon it. In any event whatever system of government we may establish here must fit in with the temper of our people and be acceptable to them. We stand for democracy. It will be for this House to determine what shape to be given to that democracy, the fullest democracy, I hope the House will notice that in this resolution, although we have not used the word “democratic” because we thought it is obvious that the word “republic” contains that word and we have done something much more than using the word.

We have given the content of democracy in this resolution and not only the content of democracy but the context, also, if I may say so of economic democracy in this resolution. Others might take objection to this Resolution on the grounds that we have not said that it should be a Socialist State.

Well, I stand for Socialism and, I hope, India will stand for Socialism and that India will go towards the Constitution of a Socialist State and I do believe that the whole world will have to go that way.

  1. Explain why Nehru did not mention the word democratic in the resolution.
  2. Mention the three basic features of the constitution given in the above passage.
  3. On what kind of socialism did Nehru give stress to? (Delhi 2014)

Answer”
1. The explanation given by Jawaharlal Nehru for not using the term ‘Democratic’ in the objective resolution is as follows:
(a) It was thought by the makers of the constitution that the word ‘republic’ contains that word.
(b) They did not want to use unnecessary and redundant words.
(c) They had given the content of democracy in the resolution especially democracy.

2. Three basic features of the constitution given in above passage are independent, sovereign, republic.

3. Nehru was supporter of Socialism and he said that India would stand for socialism, where every citizen would be provided equal opportunities for growth and development. There would be economic democracy and economic justice.

Question 10.
“British element is gone but they have left the mischief behind”
Sardar Vallabh Bhai Patel said
It is no use saying that we ask for separate electorates, because it is good for us. We have heard it long enough. We have heard it for years, and as a result of this agitation we are now a separate nation… Can you show me one free country where there are separate electorates? If so, I shall be prepared to accept it. But in this unfortunate country if this separate electorate is going to be persisted in, even after the division of the country, woe betide the country; it is not worth living in. Therefore, I say, it is not for my good alone, it is for your own good that I say it, forget the past.

One day, we may be united… The British element is gone, but they have left the mischief behind. We do not want to perpetuate that mischief. (Hear, hear).

When the British introduced this element they had not expected that they have to go so soon. They wanted it for their easy administration. That is all right. But they have left the legacy behind. Are we to get out of it or not?

  1. Why are separate electorates considered as a mischief?
  2. State the arguments given by Sardar Vallabh Bhai Patel for building political unity and forging a nation.
  3. How did the philosophy of separate electorates result in a separate nation? (All India 2015)

or

  1. Explain Sardar Vallabh Bhai Patel’s views on the issue of separate electorate system.
  2. In what ways did Sardar Patel explain that “The British element is gone, but they have left the mischief behind”?
  3. Mention the reasons behind Sardar Patel urging the assembly members to get rid of separate electorate.
    (All India 2014)

Answer:
1. Separate electorate was considered as a mischief because in the name of giving representation to minorities and making the administration easy, Britishers divided two major communities of India politically. Later, this issue of separate electorate played an important role in partition of the country.

2. Patel said in an assembly that there was no provision of separate electorate in any free country. He further said that separate electorate could not deliver any good, so it was better to forget it. For political unity he said, this electorate had to go. British introduced the policy of divide and rule. After the British we should reject.it for the sake of the unity of our nation.
3. Philosophy of separate electorate saw Hindus and Muslims as separate political identity. It believed that interest of Hindus and Muslims were not common, so to represent Muslims there should be a Muslim only, similarly for Hindu only Hindu should represent. This policy separated the people on the basis of religion and started to keep one community isolated from another politically. It was there to divide Indians on the basis of religion.
or
Answer:
1. According to Sardar Vallabh Bhai Patel, separate electorates would be suicidal to the minorities and would do tremendous harm to them and the whole society. It was a demand that had turned one community against another, divided the nation, caused , bloodshed and led to the tragic
partition of the country. He argued that it would permanently isolate the minorities, make them vulnerable and deprive them of any effective say within the government.

2. Sardar Patel said that British policy of separate electorate created a division in the people of India and divided them on the basis of religion. This division culminated with partition of the country Britishers have left the country but negative consequence of that policy still haunted Indians.

3. Sardar Patel was urging for no separate electorates because it may harm the unity of the country as such no country is in the world having separate electorates.

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CHAPTER -8 What If Class 6th | Poem | CLASS 6th |IMPORTANT QUESTIONS & MCQs | NCERT ENGLISH | EDUGROWN

Class 6th English Honeysuckle

NCERT Solutions for Class 6 English are solved by experts  in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 English NCERT Important Questions & MCQs (Honeysuckle, A Pact With the Sun) with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 English can easily make a grade in their board exams.

Chapter 8 What If

MCQ Questions 

Question 1.
The child has worries because
(a) he is overburdened
(b) he is tired
(c) of a fearful nature
(d) of the family environment

Answer

(c) of a fearful nature


Question 2.
The cause of fearfulness is
(a) a great terror
(b) lack of confidence
(c) the dark night
(d) not doing the work

Answer

(b) lack of confidence


Question 3.
Fear will disappear If we
(a) do not think of It
(b) kill it
(c) believe in God
(d) make the Devil our Master

Answer

(c) believe in God


Question 4.
God is merciful as
(a) lie looks after us
(b) Keeps our record
(c) He warns us
(d) He is busy in His work

Answer

(a) lie looks after us


Question 5.
The mentioned whatifs’ in the poem are
(a) whatif I rise late in the morning
(b) whatlf I am dumb In school
(c) whatif I fall down
(d) whatif I push others

Answer

(b) whatlf I am dumb In school


Question 6.
Thewhatifslndaytodayllfecanbe
(a) my parents might get divorced
(b) may be. someone poisons me
(c) whatif my classmates laugh at me
(d) whatif I do not do my H.W.

Answer

(c) whatif my classmates laugh at me


Question 7.
The word ‘flunk’ means
(a) pass
(b) fall
(c) fall
(d) feel low

Answer

(b) fall


Question 8.
The antonym of ‘city’ is
(a) wept
(b) laugh
(c) tear
(d) tears

Answer

(b) laugh


Question 9.
Daydreaming should be avoided. The word means
(a) dreaming when wide awake
(b) dreaming In the morning
(c) dreaming
(d) sleeping

Answer

(a) dreaming when wide awake


Question 10.
Whatif’ in your life should mean
(a) whatif I chance to dream
(b) whatif I daydream
(c) whatif I do not see a dream
(d) whatif I fall

Answer

(a) whatif I chance to dream


Question 11.
The questions show that the speaker looks at the future with
(a) fear
(b) hope
(c) dismay
(d) courage

Answer

Answer: (a) fear


Question 12.
The speaker does not want to
(a) live
(b) be happy
(c) die
(d) succeed

Answer

Answer: (c) die


Question 13.
The speaker suffers from
(a) a sense of insecurity
(b) a brilliant imagination
(c) a threat to his life
(d) the fear of lighting

Answer

Answer: (a) a sense of insecurity


Question 14.
The speaker’s fear was
(a) logical
(b) illogical
(c) necessary
(d) unnecessary

Answer

Answer: (d) unnecessary


Question 15.
Fear will disappear if we
(a) do not think of it
(b) kill it
(c) believe in god
(d) make the Devil our Master

Answer

Answer: (c) believe in god


(1)

Lost night while I lay thinking here.
Some Whatif crawled Inside my ear
And pranced and partied all night long
And sang their same old Whatif song:
Whatif I’m dumb in school?
Whatif they’ve closed the swimming-pool?

Question 1.
While the speaker lay thinking, there arose in his mind some questions which were
(a) intelligent
(b) foolish
(c) useless
(d) troublesome

Answer

(c) useless


Question 2.
Thes’ questions haunted his mind
(a) for an hour
(b) the whole evening
(c) all day
(d) all night

Answer

(d) all night


Question 3.
These questions relate to
(a) present
(b) future
(c) past
(d) school

Answer

(b) future


Question 4.
“I”m dumb in school” means that the speaker might
(a) really go dumb In school
(b) not be able to speak to his friends
(c) not be able to answer the
(d) be absent In school teachers’ questions

Answer

(d) be absent In school teachers’ questions


Question 5.
The noun form of ‘sang is
(a) song
(b) sing
(c) sung
(d) singly

Answer

(a) song


(2)

Whatif I get beat up?
Whatif there s poison tri my cup?
Whatif I start to cry?
Whatif I get sick and die?
Whatif I flunk that test?

Question 1.
The first possibility In the passage is that the speaker might
(a) be canned
(b) be depressed
(c) beat some one
(d) be beaten by someone.

Answer

(b) be depressed


Question 2.
The questions show that the speaker looks at the future with
(a) fear
(b) hope
(c) dismay
(d) courage.

Answer

(a) fear


Question 3.
The speaker does not want to
(a) live
(b) be happy
(c) die
(d) succeed.

Answer

(c) die


Question 4.
The last line shows that the author is probably a
(a) policeman
(b) businessman
(c) teacher
(d) student

Answer

(d) student


Question 5.
The word flunk’ means the same as
(a) miss
(b) fail
(c) top
(d) succeed.

Answer

(b) fail


(3)

Whatif green hair grows on my chest?
Whatif nobody likes me?
Whatif a bolt of lightning strikes me?
Whatif I don’t grow taller?
Whatif my head starts getting smaller?
Whatif the fish won’t bite?

Question 1.
The word ‘Whatif indicates that the speaker is
(a) in real danger
(b) thinking of the impossible
(c) under threat
(d) wasting his time and energy

Answer

(d) wasting his time and energy


Question 2.
The speaker suffers from
(a) a sense of insecurity
(b) a brilliant Imagination
(c) a threat to his life
(d) the fear of lightning

Answer

(a) a sense of insecurity


Question 3.
This passage has been taken from
(a) Beauty
(b) Whatif
(c) The Kite
(d) Vocation

Answer

(b) Whatif


Question 4.
The poem has been composed by
(a) Lorraine M. Halli
(b) Harry Behn
(c) Shel Silverstein
(d) Eleanor Farjeon

Answer

(c) Shel Silverstein


Question 5.
The word ‘bolt’ means the same as
(a) a lock
(b) a sudden strike
(c) door
(d) a piece of iron

Answer

(b) a sudden strike


(4)

Whotif the wind tears up my kite?
Whatif they start a war?
Whatif my parents get divorced?
Whatif the bus is late?
Whatif my teeth dont grow In straight?
Whatif I tear my pants?
Whatif I never learn to dance?
Everything seems sweil and then
The night-time Whatif strikes again!

Question 1.
This passage has been taken from the poem
(a) A House, A Home
(b) Whatif
(c) The Quarrel
(d) Beauty

Answer

(b) Whatif


Question 2.
The name of the poet is
(a) Shel Silverstein
(b) R.N. Tagore
(c) Mary O’Neill
(d) Peter Dixon

Answer

(a) Shel Silverstein


Question 3.
Who might start a war?
(a) the speaker’s enemies
(b) terrorists
(c) the foreigners
(d) the peoples of the world

Answer

(d) the peoples of the world


Question 4.
The speaker’s fear was
(a) logical
(b) if logical
(c) necessary
(d) unnecessary

Answer

(d) unnecessary


Question 5.
The word ‘swell’ in the passage is
(a) verb
(b) noun
(c) adjective
(d) adverb

Answer

(c) adjective

Important Questions 

Question 1.
Who is the speaker in the poem?
Answer:
The speaker in the poem is a child.

Question 2.
With your partner list out the happenings the speaker is worried about.
Answer:
The speaker is worried if he was dumb in school, if they had closed the swimming pool, if he got’ beaten up, if there was poison in his cup, if he started to cry, if he got sick and died, if he flunked that test, if green hair grew on his chest, if nobody liked him, if a bolt of lightning struck him, if he did not grow taller, if his head started getting smaller, if the fish would not bite, if the wind tore up his kite, if they started a war, if his parents got divorced, if the bus was late, if his teeth did not grow in straight, if he tore his pants, if ne never learnt to dance. ,

Question 3.
Why do you think she/he these worries? Can you think of ways to get rid of such worries?
Answer:
She/he has these worries because in the night she/he is free therefore, there fearful thoughts started coming in his mind. To get rid of such worries she/he should involve their mind in creative work.

Question 4.
Read the following line.
Some what is crawled inside my ear
Can words crawl into your ear? This is an image The poet is trying to make an image of what she/he ’ experiences. Now with your partner try and list out some more images from the poem.
Answer:
Some other images are:

  • Pranced and partied all night long.
  • Sang their old whatif song.
  • Whatif a bolt of lightning strikes me.

What if Extra Questions and Answers Reference of Context

Question 1.
Last night, while I lay thinking here,
Some Whatifs crawled inside my ear
And pranched and partied all night long.
And sang their same old Whatif song:
Whatif I’m dumb in school?
Whatif they’ve closed the swimming-pool?

Explanation
The poet says that the last night he was observed with a ‘what if thoughts that constantly inside his , ears his ears. He felt annoyed as it was partying and enjoying the troubles it causes. He thinks ‘what if he were the dumbest in the clam. His worry regarding swimming pool shows his inclination towards it.

(i) What ‘crawled’ inside his ears again and again?
(ii) Who was haunting his mind?
(iii) What did he like and dislike about the schooling?
(iv) Find out the synonym for ‘walked in a lively manner’ from the extract.

(i) When he was lying thinking the “What if song crawled into his mind.
(ii) The same old “whatif songhaunted his mind.
(iii) He disliked being taken as ‘a dumb’ person and liked the swimming pool. He was worried about closing of the swimming pool.
(iv) Prance.

Question 2.
Whatif I get beat up?
Whatif there’s poison in my cup?
Whatif I start to cry?
Whatif I get sick and die?
Whatif I flunk that test?

Explanation
The poet question that what would happen if he was beaten up or poisoned. He seemed to be hesitant in expressing emotionally that is why he asked what will happen if he start crying. He was scared of getting sick and death. He fear of loosing in a test is also a matter of great concern to him.

Questions
(i) Why was he disheartened by being ‘beaten up’?
(ii) What do you get from ‘there’s poison in my cup’?
(iii) Why he was scared of crying?
(iv) Explain ‘flunk the test’.
(v) What does the last line suggest about the poet?
Answer:
(i) He was scared to be broken down. He did not want to be defeated.
(ii) The poet wanted to live and was scared to hell about death.
(iii) He didn’t want to ridicule by showing emotion in public.
(iv) He was afraid of tests. He didn’t want to fail. He seemed to be a sincere person.
(v) The last line suggests that the poet is a student or writing on his behalf.

Question 3.
Whatif green hair grows on my chest?
Whatif nobody likes me?
Whatif a bolt of lightning strikes me?
Whatif I don’t grow taller?
Whatif my head starts getting smaller?
Whatif the fish won’t bite?

Explanation
The weirdest thought anyone could handle wouldn’t at least be green hair grown on his chest. He was scared of left secluded. The poet of lightening bring terror in his heart. He wanted to be tall so was scared. He was afraid of becoming out of shape as he talks about his head getting smaller. He must be fond of fishes as he says that what happen he fails to get a fish.

Questions
(i) Which is his most funniest and weirdest fear?
(ii) Which of these lines talk about his fear of being ignored socially?
(iii) Do you think any of his fear is realistic?
(iv) What is his idea of height?
(v) Change the verb ‘strike’ into noun.
Answer:
(i) The funniest one is when he thinks of having green hair on his chest.
(ii) “What if nobody likes me’.
(iii) No, none any of his fear is realistic.
(iv) He wants to grow taller.
(v) Striker.

Question 4.
Whatif the wind tears up my kite?
Whatif they start a war?
Whatif my parents get divorced?
Whatif the bus is late?
Whatif my teeth don’t grow in straight?
Whatif I tear my pants?
Whatif I never learn to dance?
Everything seems swell, and then
The night-time Whatif strikes again!

Explanation
The child is afraid of wind that can tear up his kite. What could be the repercussion if any war starts. He is afraid if his parents get separated. He is scared if his bus gets late. He is worried about the shape of his teeth. He also thinks he cannot learn dance as he is scared of getting insulted or ridiculed. He wanted to learn dance and is afraid. The child woke up next morning and felt good. But the hoveming idea of ‘What if striced again.

(i) Does the child love his family?
(ii) Explain this line from poem “Whatif I tearing parts”.
(iii) What happens when ‘Everything seems swell’.
(iv) When does “what if strikes again”?
(v) Give synonym of swell.
Answer:
(i) Yes, the child loves his family.
(ii) The child was afraid of tearing of his pants because he will be mocked at.
(iii) In the morning, the natural course of events started happening.
(iv) At the night the ‘What if Strikes again’.
(v) Inflate.

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NCERT MOST IMPORTANT QUESTION CLASS – 12 | HISTORY | CHAPTER- 14 | UNDERSTANDING PARTITION POLITICS, MEMORIES , EXPERIENCES | EDUGROWN |

In This Post we are  providing  CHAPTER 14 UNDERSTANDING PARTITION POLITICS, MEMORIES , EXPERIENCES NCERT MOST IMPORTANT QUESTIONS for Class 12 HISTORY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter.

NCERT MOST IMPORTANT QUESTIONS ON UNDERSTANDING PARTITION POLITICS, MEMORIES , EXPERIENCES

Question 1.
“The relationship between India and Pakistan has been profoundly shaped by the legacy of partition.” Explain any two consequences of it.
Answer:

It is true that the relationship between India and Pakistan has been profoundly shaped by the legacy of partition.
The two consequences of this are:

  • Indian haters in Pakistan and Pakistan haters in India are both products of partition. Some people spread false ideas in India that Muslims are cruel, bigoted, unclean and descendants of invaders, while Hindus are kind, liberal and pure. They even wrongly believed that Indian Muslims are supporters of Pakistan.
  • Similarly in Pakistan, feeling was spread that Muslims are fair, brave, monotheists and meat-eaters, while Hindus are dark, cowardly, polytheist and vegetarians.

Question 2.
Why did the Congress not accept the proposal to form a joint government with the Muslim League in the United Provinces? Give any two reasons.
Answer:

The two reasons were as follows:

  • The Congress had won an absolute majority in the province.
  • The Muslim League supported landlordism whereas the Congress wanted to abolish it.

Question 3.
Was the demand of the league reasonble? Comment.
Answer:

No, the demand of league was not reasonable.
It clearly demanded the partition of India on the basis of religion.

Question 4.
Examine the events that took place during 1920s and 1930s which consolidated the communal identities in the country.
Answer:

Between 1920 and 1930, many incidents took place which created tensions. Frequent riots took place. Many Hindu organisations were formed. They carried out purification movement and started playing communal cards. Hindu identity was defined against Muslim identity by the Hindu Mahasabha. Music playing before the mosque became frequent.

Hindi became the language of the Hindus and Urdu became the language of Muslims. There were increased communal feelings within Hindus and the Muslims. Hindus were angered by the rapid spread of ‘tabligh’ (propaganda) and ‘tanzim’ (organisation) after 1923. Gaps between Hindus and Muslims widened due to these deliberate actions.

In the 1937 elections, the communal parties, the Hindu Mahasabha and the Muslim League fared poorly. Apprehensive of their survival, both the parties began to make use of religion to secure the support of the masses. The British encouraged the Muslim League and when the Congress resigned in 1939, they were invited to form the government in the provinces.

Question 5.
Analyse the provisions of Cabinet Mission of 1946.
Answer:

Recommendations of the Cabinet Mission were as follows:

  • A loose three-tier confederation of United India.
  • A weak Central Government controlling foreign affairs, defence and communications.
  • Provincial assemblies were grouped into three sections, i.e. section A Hindu majority provinces, section B and section C Muslim-Majority provinces of the North-West and the North-East India.
  • The provinces would have their own executives and legislatures.
    Reasons of rejecting the plans were as follows:
    • The league wanted the right to secede from the Union to sections B and C.
    • The Congress wanted that the provinces should have the right to join any group.
      Therefore, neither the league nor the Congress agreed to the proposal.

Question 6.
Analyse the impact of partition of India on Punjab and Bengal.
Answer

. Impact of partition was horrendous in the Punjab.

  • There was carnage on both sides across the border. Near total displacement of Hindus and Sikhs took place from West Punjab to Eastward into India and similarly Punjabi Muslims were displaced from Indian Punjab to Westward into Pakistan.
  • There was massacre in Amritsar, thousands of people were killed in Punjab, hundreds of women were raped and abducted. Properties were looted and immovable property were captured.
  • Many women killed themselves in order to protect themselves from being dishonoured by violent mob. This total displacement of Hindu, Sikh and Punjabi-speaking Muslims happened in a relatively short period between 1946 and 1948.

In Bengal situation was more or less similar but process of migration was more protracted.

  • There was no total displacement of population in Bengal as many Hindus remained in East Bengal and many Muslims in West Bengal. But in Bengal people were also murdered in large numbers, women were raped and abducted.
  • Finally Bengali Muslims of East Pakistan broke away from Pakistan and created independent country Bangladesh in 1971-72.

Question 7.
Why did the Congress reject the offer of the Muslim League to form a joint government? Explain.
Answer:

There were various reasons due to which the Congress rejected the offer of the Muslim League to form a joint government which were:

Absolute Majority of Congress:
In the United Provinces, the Muslim League ‘ wanted to form a joint government with the Congress. The Congress had won an absolute majority in the province so it rejected the offer.

Ill effects of the Rejection:
It is argued that this rejection convinced the league that if India remained united, then Muslim would find it difficult to gain political power because they would remain a minority.

Muslim League to be the Sole Spokesman of Muslims:
The league assumed that only a Muslim party could represent Muslim interests and the Congress was essentially a Hindu party. Jinnah’s insistence that the League be recongised as the sole spokesman of Muslims could convince few at the time.

Muslim League’s Support to Landlordism:
Congress Party rejected the Muslim League proposal for a coalition government because the League tended to support landlordism, which the Congress wished to abolish.

Question 8.
Examine the views of Gandhiji against the partition of India.
Answer:

Gandhiji W’as against the partition of India. He worked for Hindu-Muslim unity. He rejected religion as the basis of forming a “ nation. He belived in Hindu-Muslim unity- based on sharing of a common culture and a single nation. Gandhiji believed that the Pakistan demand had put forward by the Muslim League was un-Islamic.

He called it as sinful. According to him Islam stood for the unity and brotherhood of mankind, not for disrupting the oneness of the human family.

Gandhiji was saddened by the partition and the migrations taking place. He said, “What could be more shameful for us”, during a speech, “than the fact that not a single Muslim could be found in Chandni Chowk?” Gandhiji continued to be in Delhi, fighting the mentality of those who wished to drive out • every Muslim from the city, seeing them as Pakistani.

Question 9.
Examine various events that led to the partition of British India.
Answer:

There are a number of events which led to the partition of British India whether directly or indirectly:

Politicisation of religion:
Politicisation of religion started with separate electorate in 1909, and was further strengthened by the colonial government of India in 1919. Thus, communal riots were taking place and deepened the difference between communities. Yet it would be incorrect to see partition as outcome of communal tensions.

The Provincial elections of 1937 and the Congress ministries:
In 1937, for the first time provincial elections were held. In this Congress won with majority. In United Provinces, Muslim League wanted to form government with Congress but Congress rejected the idea as it had absolute majority. League believed that as they are minority they would not get political power.
The league also believed that only Muslim party can represent Muslim and Congress is Hindu Party. Growth of RSS and Hindu Mahasabha also played an important role in widening the difference between Hindus and Muslims.

The ‘Pakistan’ Resolution:
On 23rd March, 1940, League passed a resolution demanding a measure of autonomy for Muslim majority areas of the sub-continent. This resolution never mentioned partition or a separate state. First demand of Pakistan was made by the urdu poet Mohammad Iqbal.

Post-War Development:
In 1946, again provincial elections were held. In this election Congress swept general constituencies and league succeed in gaining large majority of Muslim vote. Therefore, in 1946 League established itself as a dominant party among Muslims.

A possible alternative to Partition:
In March 1946, Cabinet Mission came in India to make a suitable political framework for India. But both the parties i.e. the Muslim League and the Congress did not agree to the Cabinet Mission’s proposal and talks failed. Congress sensed after this failure that partition become inevitable and took it as tragic but unavoidable.

Towards Partition:
After withdrawal from Cabinet Mission, Muslim League decided on direct action for winning its Pakistan demand. It announced 16th August, 1946 as ‘direct action day’. Initially riots broke out in Calcutta and gradually spread to other parts of Northern India. In March 1947, Congress accepted the partition.
Thus, these events led to the partition of British India.

Question 10.
Analyse the distinctive aspects of the oral testimonies to understand the history of the partition of British India.
Answer:

The strengths of oral history are:

  • It helps us to grasp experiences and memories in detail.
  • It also enables historians to write richly textured, vivid accounts of what happened to people during partition.
  • Government sources cannot provide this kind of information.
  • Oral history also facilitates historians to broaden the boundaries of their discipline by making them aware about the lived experiences of the poor and the powerless.

The weaknesses of oral history are:

  • Oral data lack concreteness and the chronology they yield may not be very precise.
  • Historians argue that the uniqueness of personal experience makes generalisation difficult. A larger picture cannot be built from such micro evidence and one witness is not sufficient for the whole analysis.
  • Oral accounts are concerned with tangential issues in the sense that they provide an indirect evidence of the event.
  • The small individual experiences which remain in memory are irrelevant to the unfolding of larger processes of history.

Following are the four sources from which the history of partition has been constructed:
Diaries:
It helps to understand experiences and memories in detail and enables historians to write richly textured, vivid accounts of what happened. It is impossible to extract this kind of information from government documents. The later deal with policy and party matters and various state sponsored schemes in case of partition. Government reports and files and personal writings of high level functionaries throw sufficient light on negotiations between the British and the major political parties about the future of India or rehabilitation of refugees.

Memoirs and Experiences:
Partition has been generally viewed in terms of suffering and challenges of the times. It was not merely a constitutional division or just the party politics of the Muslim League,
Congress and others.
For the common people, it meant unexpected changes in life as it unfolded between 1950 and beyond requiring psychological, emotional and social adjustments. Memoirs and experiences shape the reality of an event.

Oral Narration:
Oral history allows historians to broaden the boundaries of their discipline by making them aware of the live experiences of the poor and the powerless. The oral history of partition has succeeded in exploring the experiences of those men and women whose experience has hitherto been ignored, taken for granted or mentioned only in passing in mainstream history.

Family Histories:
The accounts of family histories tell us about the pains and trauma faced by members, of their families during partition.

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CHAPTER -7 Vocation Class 6th | Poem | CLASS 6th |IMPORTANT QUESTIONS & MCQs | NCERT ENGLISH | EDUGROWN

Class 6th English Honeysuckle

NCERT Solutions for Class 6 English are solved by experts  in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 English NCERT Important Questions & MCQs (Honeysuckle, A Pact With the Sun) with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 English can easily make a grade in their board exams.

Chapter 7 Vocation

MCQ Questions 

 

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NCERT MOST IMPORTANT QUESTION CLASS – 12 | HISTORY | CHAPTER- 13 | MAHATMA GANDHI AND THE NATIONALIST MOVEMENT CIVIL DISOBIDIENCE AND BEYOND | EDUGROWN |

In This Post we are  providing  CHAPTER 13 MAHATMA GANDHI AND THE NATIONALIST MOVEMENT CIVIL DISOBIDIENCE AND BEYOND NCERT MOST IMPORTANT QUESTIONS for Class 12 HISTORY which will be beneficial for students. These solutions are updated according to 2021-22 syllabus. These MCQS  can be really helpful in the preparation of Board exams and will provide you with a brief knowledge of the chapter.

NCERT MOST IMPORTANT QUESTIONS ON MAHATMA GANDHI AND THE NATIONALIST MOVEMENT CIVIL DISOBIDIENCE AND BEYOND

Question 1.
What were the reasons for the beginning of the Khilafat Movement? What was the contribution of this movement to the freedom struggle of India?
Answer:

Khilafat is associated with the Caliphate who was the religious head of all the Muslims. The Sultan of Turkey was accepted as the head of the Muslim world. After the war, the Indian Muslims were unhappy with the British because they had ill-treated the Sultan of Turkey and even divided the Ottoman Empire and snatched Three, a part of Turkey. This was all contrary to the War Declaration made by Lloyd George, the then British Prime Minister.

He had openly declared that the British had no intention to devoid Turkey of Asia Minor and Three. The main population of these areas was of Turkish origin. The Muslims wanted that the Sultan of Turkey should not be shown a bit of insult in any way. When the white rulers acted contrary to their avowed statements, the Muslims started a severe struggle against the British.

Contribution to National Movement For Independence: The Khilafat Movement had strengthened the national struggle for freedom. Due to the Lucknow Pact of 1916, the unity between the Hindus and the Muslims strengthened. Due to the Khilafat Movement, many other nationalist leaders had plunged into the freedom struggle. It is clear from the following points:

1. A Khilafat committee was constituted to start a nation-wide struggle against British rule.

2. An All India Khilafat Conference was held in Delhi in November 1919. A resolution was passed in the conference which exhorted the British to accept the demands of the Muslims, failing which a struggle against the foreign rule would be launched.

3. The Muslim League supported every movement started by the Indian National Congress.

4. The Congress supported the Khilafat Movement. This action of the Congress strengthened the Hindu-Muslim unity. It also inspired the Muslims for the national struggle to attain freedom from the alien rule.

5. Gandhiji went to the extent of declaring that the issue raised by the Khilafat Movement was much more important than the issue of social reforms initiated by him.

6. Gandhiji expressed his desire to start the Non-Cooperation Movement if the British failed to satisfy the Muslims of India. It enabled Gandhiji to emerge as a great leader of India.

7. The Khilafat Movement accelerated the pace of the national struggle for freedom. Mahatma Gandhi soon started his Non-Cooperation Movement. It was the first step towards the end of British rule in India.

Question 2.
What was the Rowlatt Act? What steps were taken by the British to repress to Satyagraha started by Gandhiji?
Answer:

Rowlatt Act was passed by the British Government in March 1919 in the Central Legislative Council. It was passed to repress the nationalists.

The Rowlatt Act had such provisions that annoyed all the nationalists. It empowered the British Government in the detention of revolutionaries without trial. It was not necessary to present the concerned person in the court. In brief, it was such a law that had no argument, no lawyer, and no appeal. So the nationalists considered it a black law as it was a strong blow on individual liberty.

Satyagraha against Rowlatt Act: Gandhiji, like other nationalist leaders, was shocked to hear about the Rowlatt Act. So he laid down the foundation of a Satyagraha Committee in February 1919. All the members of the committee pledged not to adhere to this Act. They offered their arrests and went to jails. It was a new kind of struggle. Till then, the British had seen movement where big assemblies were held and processions were taken out. In such national movements, the people often refused to cooperate with the government.

There was a boycott of foreign goods and government schools. But Satyagraha gave new but elevated stature to the national movement. It provided all nationalists a chance to show their might to the alien rulers.

In March 1919, there was an unprecedented national upsurge in India. Almost every Indian was filled up with new vigor and strength. There were strikes, bandhs, campaigns, processions, and demonstrations. The slogans of Hindu-Muslim unity also rented the air. The people of India were no longer ready to face humiliation and insult.

Repression of the Satyagraha: The Government wanted to crush the Satyagraha. It lathi-charged the unarmed protestors in Bombay, Ahmedabad, Calcutta, Delhi, and a few other cities. The bullets were also hurled at them. So Gandhiji gave a nation-wide call for strike on 6 April 1919. The people followed the directive of Gandhiji with verve and vigor. In Punjab, a large number of people gathered at Jallianwala Bagh at Amritsar on 13 April 1919.

Their intention was to oppose the repressive measures adopted by the British Government. They were also against the Rowlatt Act. But General Dyer reached on the spot with his soldiers who started shooting at the protestors. Hundreds of men, women, and children were killed in this massacre.

Question 3.
Discuss the nature of the Civil Disobedience Movement. Discuss its spread in all parts of the country along with its failures.
Answer:

The Civil Disobedience Movement was started by Mahatma Gandhi in 1930. It was a mass movement based on truth and non-violence. It was the first important step taken towards complete independence from British rule after the Revolt of 1857. We can discuss its various aspects as under Causes:

1. The Simon Commission visited India in 1928. It was an all-white commission. In other words, it had no member from India. So the people opposed Simon Commission wherever it went. They raised the slogans of “Simon: Go Back” before the Simon Commission. In spite of this, the report of the commission was published. It spread discontent among the people.

2. The British Government did not accept the recommendations of the Nehru Report.

3. The Peasants Movement of Bardoli had succeeded which inspired Gandhiji to start a national movement against British rule.

4. Gandhiji put forward a few conditions before the British Government but the Viceroy did not accept any of them. Under these circumstances, Gandhiji had no option other than to start a Civil Disobedience Movement against British rule.

The Progress of Movement: The Civil Disobedience Movement started with Dandi March. Mahatma Gandhi started his journey from Sabarmati Ashram on 12 March 1930 and reached Dandi, a place near sea-coast on 6 April 1930. He made a fistful of salt from the seawater and broke the salt laws. From there, this movement spread to each nook and corner of the country. In many places, the people defied the government laws.

To crush this movement, the British adopted repressive measures. Many people along with Gandhiji were put behind the bars. But it did not dampen the vigor of the people and the pace of the movement. However, a compromise was reached between Gandhiji and the Viceroy. According to this agreement, Gandhiji accepted to suspend the Civil Disobedience Movement and take part in the Second Round Table Conference. In this way, the Civil Disobedience Movement came to a halt for some time.

End of the Movement: The Second Round Table Conference was organized in London in 1931. Gandhiji participated in it on behalf of the Congress. But even at this conference, no solution could be found for the redressal of Indian problems. Gandhiji felt depressed and returned to India. He again started the Civil Disobedience Movement. On the other hand, the British Government also initiated repressive measures to control this movement. Because of the atrocities of the government, the movement lost a bit of its momentum. In 1933, Congress officially suspended this movement. It was at last withdrawn in May 1934.

Causes for Failure: The following reasons were responsible for the failure of the Civil Disobedience Movement.

  1. Some scholars felt that this movement could not utilize the enthusiasm of the common people. It was suspended in between which dampened its pace.
  2. Congress did not put forward any social and economic programs. As a result, a new party emerged which was named as Congress Socialist Party.
  3. This movement did not benefit the farmers in any way.
  4. Some scholars felt that the leadership of this movement was in the hands of the rich. Besides, it had limited objectives.

Significance: In spite of a few short-comings, the Civil Disobedience Movement yielded some good results:

  1. Because of the boycott of foreign cloth, the import of such cloth declined.
  2. Because of picketing at wine shops, the collection of government revenue was reduced.
  3. The Indians were permitted to make salt near the sea-coast.
  4. An awakening was seen among the farmers, laborers, tribal people, and women. All these people had become an inseparable part of the national movement.
  5. Because of the atrocities committed by the British, the people were determined to attain freedom.
  6. The British Empire got a severe jolt.

Question 4.
Briefly describe the progress (events) of the Indian National Movement from March 1940 till 1945.
Answer:

1. Demand of Pakistan: In March 1940, the Muslim League passed a resolution for the creation of a separate nation called ‘Pakistan’ and declared it as its objective. The political situation of the country was now complicated. Now, this struggle was no longer between Indians and the British. Instead, now it had become a three-way struggle, i.e., between the Congress, the Muslim League, and the British. Britain, at this time, had an all party government, and the Labour party was part of it. Members of the Labour Party had- sympathetic views about Indian aspirations. But Prime Minister, Winston Churchill, was a diehard imperialist and was of the view that he was not appointed by the king to preside over the liquidation of the British Empire.

2. Cripps Mission: In 1942, Churchill sent one of his ministers, Sir Stafford Cripps, to India to find a way regarding the resumption of talks with Congress. While negotiating with Cripps, Congress stressed the fact that if the British wanted its support in the war then first of all the Viceroy should appoint any Indian as the Defence Member in his Executive Council. But talks broke down on this issue.

3. Quit India Movement: After the failure of the Cripps Mission, Mahatma Gandhi decided to launch his third major movement against British rule. This movement was launched in August 1942 which was given the name of ‘Quit India Movement’. Although Gandhiji was arrested at once, even then young activists organized strikes all over the country. Socialist members of Congress like Jayaprakash Narayan played a great role in it.

In many districts like Medinipur in the east and Satara in the West, Independent governments proclaimed. British adopted a very strict attitude towards this movement. Even then it took the government more than a year to suppress the rebellion.

Quit India Movement was a mass movement which was participated by hundreds of thousands of IndianThis movement attracted a large number of young people. They left their colleges and took the path of jail.

4. Efforts of the Muslim League to expand its Influence: When Congress leaders were in jail, Jinnah and other members of the Muslim League were busy expanding their influence. During these years, the League got a chance to make a mark in Punjab and Sindh where it had no or very little presence at all.

In June 1944, World War was on the verge of an end, Gandhiji was released from prison. In June 1944, Gandhiji talked many times with Jinnah to bridge the gap between the Congress and the Mulsim League.

5. Government of Labour Party in Britain: In June 1945, elections were held in Britain and the Labour party came to power. This government was in favor of giving independence to India. Meanwhile, in India, Lord Wavell held a number of meetings with representatives of Congress and the Muslim League.

Question 5.
Discuss the contribution of Mahatma Gandhi in the freedom struggle of India.
Answer:

Mahatma Gandhi attained a supreme place in the history of modern India. Under his leadership, the national movement got such a way that led directly to the independence of India in 1947. He challenged the authority of British rule with the weapons of truth and non-violence. He forced the Englishmen to quit India. We can discuss the contribution of Mahatma Gandhi in the freedom struggle as given below:

Political Life: The political life of Mahatma Gandhi started in South Africa. When he came back from England, he started practicing as a lawyer in India. But then he went to South Africa.

Life in South Africa: When Gandhiji reached South Africa, the condition of Indians there was pitiable due to maltreatment by the white government. Gandhiji could not bear this insult and started his Satyagraha against the white government of South Africa. He helped the people in getting their rights.

Life in India: Gandhiji returned to India from South Africa in 1916. The First World War had already started. The British Government was fighting this war against the Axis Powers. So it needed both men and money. Therefore Gandhiji appealed to the people to cooperate with the British. He wanted to win the hearts of the white men by helping them. He was convinced that the British would free India after the end of the war. But when the First World War ended, the British did not do anything concrete to free India. Contrary to the expectations of the people, it passed the Rowlatt Act. Gandhiji was shocked to see this drastic law and made up his mind to start the Non-Cooperation Movement against British rule.

Non-Cooperation Movement: Gandhiji started this movement in 1920. The people fully supported this movement and whole-heartedly participated in it. However, Gandhiji called off this movement when violent incidents took place at Chauri Chaura in Uttar Pradesh.

Civil Disobedience Movement: This movement was launched by Gandhiji in 1930. He took out his Dandi March and symbolically broke the Salt Laws by making a fistful of salt from the sea-water. The government was taken aback by this action of Gandhiji. At last, it allowed the Indians to make salt near the coast. An important Act was also passed in 1935.

Quit India Movement: Gandhiji wanted to seek freedom for the country. So in 1942, he started the Quit India Movement. Lakhs of followers joined the movement of Gandhiji. The British felt shocked at such a mass movement and made up their mind to free India. At last, India was set free on 15 August 1947. The credit for Indian independence obviously goes to Mahatma Gandhi.

Other Works: Gandhiji did a lot of work to enhance the prestige of the Indian remove poverty of the Indians, he exhorted all the people to wear Khadi. For the upliftment of the untouchable, Gandhiji called them ‘Harijans’. Similarly, he preached fraternity to get the people rid of communal riots.

Death: Gandhiji was shot dead on 30 January 1948 by Nathu Ram Godse, a youth. He recited thrice “Hey Ram” and died. His death was mourned all over the country. The Indians cannot forget Gandhiji and still remember him as the ‘Father of the Nation’.

Question 6.
Explain how the coming of Mahatma Gandhi broadened the base of the Indian National Movement.
Answer:

Mahatma Gandhi broadened the base of the national movement of India in the following way:

1. Under the leadership of Mahatma Gandhi, the national movement did not merely remain a movement of intellectuals and professionals. Thousands of farmers, laborers, and artisans started participating in it.

2. Gandhiji lived a simple life that was liked by the common people. He wore clothes like a poor farmer or a worker. His way of living was also like a common man.

3. Gandhiji himself worked on the spinning wheel. He also inspired others to operate the spinning-wheel. The job of spinning cotton helped Gandhiji to break the wall of distinction between mental and physical labor prevalent in the traditional caste system.

4. Gandhiji tried to mitigate the sufferings of the farmers and other poor people.

5. The rumors that spread about the miracles of Gandhiji made him very popular. He had become a household name due to which most of the people jumped in the struggle for freedom and whole-heartedly participated in the national movement for freedom.

6. Under the leadership of Gandhiji, many branches of the Indian National Congress were opened in different cities. He established panchayats and Praja Mandals to instill nationalist feelings in the royal rulers.

7. Gandhiji emphasized the spread of the nationalist message in the mother tongue of the people and not in English.

8. Gandhiji emphasized the Hindu-Muslim unity to strengthen the base of the national movement of India.

9. Because of the impact of Gandhiji’s majestic personality, many leaders from different sections and regions of the country, had become an inseparable part of the freedom struggle.

10. He emphasized the fact that the defective society was essential to seek freedom.

Question 7.
How did Gandhiji succeed in strengthening the basis of nationalism in India?
Answer:

Gandhiji had brought a great transformation in the Indian nationalism. He’ gave it a mass base. When Gandhiji came to India from South Africa, nationalism in India was a movement of professionals and intellectuals. But Gandhiji ensured the involvement and participation of peasants, workers, and artisans. Rather than standing aloof from the common people, Mahatma Gandhi identified himself with them. He lived like the common people; dressed and ate like them, and also spoke the language which the common people spoke. He wore a simple dhoti or loin-cloth and worked on a Charkha (spinning wheel). He also encouraged other nationalists to do the same. He did all these things to strengthen the nationalist movement in India.

Mahatma Gandhi had a mass appeal. He broadened the basis of nationalism in Indian politics. For this, he took up the following steps:

  1. He suggested the Indian National Congress set up its new branches in various parts of the country.
  2. He suggested the establishment of a series of Praja Mandals to promote the nationalist creed in the princely states.
  3. He did not use the language of the rulers. He conveyed his message in the mother tongue.
    Thus, Gandhiji took nationalism to distant corners of the country. He broadened its base to include all social groups. He also strengthened it so that it could be the path to achieve complete independence from the colonial rule

Question 8.
“The India that Mahatma Gandhi came back to in 1915 was rather different from the one that he had left.” Give five reasons in favor of the comment.
Answer:

1. Although India was still a British colony now it was more active from a political point of view. Now, most of the Indian towns and cities had branches of the Indian National Congress.

2. Through the Swadeshi Movement of 1905-07, Congress had broadened its base among the middle class.

3. Swadeshi Movement had thrown up some great leaders which included Bal Gangadhar Tilak of Maharashtra, Bipin Chandra Pal of Bengal, and Lala Lajpat Rai of Punjab. These three leaders were also known as ‘Lai, Bal, and Pal’. Collection of all these three was a symbol of all—Indian character of their struggle because basically, they belonged to far off places.

4. These leaders advocated the militant opposition of colonial rule but on the other hand, there was a group of moderates that was completely in favor of a gradual and persuasive approach.

5. These moderate leaders included Gopal Krishna Gokhale, who was the acknowledged political mentor of Gandhiji and Mohammad Ali Jinnah.

Question 9.
Give a brief description of the struggle done by Gandhiji for communal harmony after few months of independence.
Answer:

The freedom, for which Gandhiji struggled so long, came at an unacceptable price, i.e., division of the country. The nation was divided and Hindus and Muslims wanted to cut the throats of each other. Gandhiji appealed to Hindus, Muslims, and Sikhs of riot-hit areas that they should forget the past and extend their hands of fellowship to each other and to determine to live in peace.

After working for bringing peace to Bengal, Gandhiji came back to Delhi. He then wanted to move on to the riot-hit districts of Punjab. But his meetings in the capital were disrupted by refugees. How could he go to Punjab when he was unable to promise the Muslims of Delhi about their protection? The end result of this struggle of Gandhiji came on 30th January 1930 when he was shot dead by a young man. It was a great sacrifice for the country.

Question 10.
Discuss the progress of the Quit India Movement. What was its importance in the history of the national movement for independence in India?
Answer:

The Quit India Movement started on 9 August 1942. The main reason for its beginning was that during the Second World War, Japan had occupied Burma. It was feared that Japan might attack India to harm the British interests. At this time, Congress passed a resolution to start the Quit India Movement under the leadership of Mahatma Gandhi. This resolution was passed as many leaders of the Congress felt that Japan would not attack India if the British left it. Besides the resolution for Quit India Movement, the Congress also resolved not to accept anything less than complete independence for India.

Beginning and Progress of the Movement: The Civil Disobedience Movement was started on 9 August 1942 under the leadership of Mahatma Gandhi. He challenged the British to quit India. Soon after there were slogans of ‘Quit India’ all over the country. The British put their full might to repress this movement. Most of the political leaders were arrested. It infuriated the people who started plundering government offices, railway stations, and post offices.

The British became more adamant and put innumerable people behind the bars. The whole country was turned into a prison. Till February 1943, the Quit India continued with success. But after that, it lost its momentum because of the repressive policy of the government. It came to an end slowly and steadily.

Significance: Quit India was a mass movement that had the participation of lakhs of ordinary people. The British officials had also realized how wide was the discontent among the people against them and their rule. They came to know that the ultimate goal of all the Indians was complete independence from British rule. No doubt the British crushed the movement but it failed to crush the spirit for freedom inherent in the hearts of the common people. The impact of this movement was so intense that the British had to free India within three years from the end of this historic movement.

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CHAPTER -6 The Wonderful Words Class 6th | Poem | CLASS 6th |IMPORTANT QUESTIONS & MCQs | NCERT ENGLISH | EDUGROWN

Class 6th English Honeysuckle

NCERT Solutions for Class 6 English are solved by experts  in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 English NCERT Important Questions & MCQs (Honeysuckle, A Pact With the Sun) with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 English can easily make a grade in their board exams.

Chapter 6 The Wonderful Words

MCQ Questions 

Question 1.
The words we speak
(a) are beautiful words
(b) bring out our thoughts
(c) should be high sounding
(d) should heal

Answer

(b) bring out our thoughts


Question 2.
English is
(a) a wonderful game of matching thoughts
(b) a foreigner
(c) the dress of soul
(d) a good language

Answer

(a) a wonderful game of matching thoughts


Question 3.
People are constantly trying
(a) to translate their thoughts
(b) to get a transfer
(c) to transform others
(d) to improve their performance

Answer

(a) to translate their thoughts


Question 4.
No thought should die
(a) due to arguments
(b) for want of proper words
(c) for want of good words
(d) due to clashes

Answer

(b) for want of proper words


Question 5.
Words mean
(a) vocabulary
(b) the food
(c) the dress of thoughts
(d) verbs

Answer

(c) the dress of thoughts


Question 6.
For many of the loveliest things
(a) have never yet been said
(b) have short life
(c) have been snatched away
(d) have not been seen

Answer

(a) have never yet been said


Question 7.
A beautiful thought is
(a) a marvelous surprise
(b) dies soon
(c) everlasting
(d) a blessing

Answer

(a) a marvelous surprise


Question 8.
The poet feels that English has enough words
(a) to express every idea
(b) for us to learn
(c) to confuse us
(d) to write any book

Answer

Answer: (a) to express every idea


Question 9.
To ‘loveliest things’ are
(a) money
(b) fame
(c) beauty
(d) great ideas

Answer

Answer: (d) great ideas


Question 10.
According to the poet, everyone wants to hear
(a) good music
(b) in the mind
(c) in the eyes
(d) new and noble thoughts

Answer

Answer: (d) new and noble thoughts


Question 11.
The words can free a thought which is
(a) in a prison
(b) in the mind
(c) in the eyes
(d) nowhere

Answer

Answer: (b) in the mind


Question 12.
The real beauty is in
(a) new and beautiful ideas
(b) beautiful words
(c) beautiful expression
(d) surprising words

Answer

Answer: (a) new and beautiful ideas


(1)

Never let a thought shrivel and die
For want of a way to say it
For English is a wonderful game
And all of you can play it
All that you do is match the words
To the brightest thoughts in your head

Question 1.
The thoughts die when
(a) they are bad
(b) they are good
(c) they are beautiful
(d) they are not expressed

Answer

(d) they are not expressed


Question 2
To give expression to the thoughts one has to
(a) work hard
(b) think well
(c) find proper words
(d) study a lot

Answer

(c) find proper words


Question 3.
The poet feels that English has enough words
(a) to express every idea
(b) for us to learn
(c) to confuse us
(d) to write any book

Answer

(a) to express every idea


Question 4.
English is a game which is
(a) like cricket
(b) like playing cards
(c) for all persons
(d) for those who love to express themselves

Answer

(d) for those who love to express themselves


Question 5.
The adverb form of wonderful’ is
(a) wonder
(b) wonderfully
(c) wondered
(d) wondering

Answer

(b) wonderfully


(2)

So that they come out clear and true
And handsomely groomed and fed
For many of the loveliest things
Have never yet been said.

Question 1.
The passage is taken from
(a) The Wonderful Words
(b) Beauty
(c) A House. A Home
(d) The Kite

Answer

(a) The Wonderful Words


Question 2.
The author of the poem is
(a) L.M. Halli
(b) Mary O’ Neill
(c) Peter Dixon
(d) Shure

Answer

(b) Mary O’ Neill


Question 3.
The poem is about
(a) a groom
(b) a girl
(c) words
(d) beauty

Answer

(c) words


Question 4.
The loveliest things’ are
(a) money
(b) fame
(c) beauty
(d) great ideas

Answer

(d) great ideas


Question 5.
The noun form of ‘fed’ is
(a) feed
(b) feeding
(c) food
(d) feeling

Answer

(c) food


(3)

Words are the food and dress of thought
They give it its body and swing
And everyone’s longing today to hear
Some fresh and beautiful thing;
But only words cart free a thought
From its prison behind your eyes
May be your mind is holding now
A marvelous new surprise!

Question 1.
If the words are the body, the thought is its
(a) dress
(b) food
(c) soul
(d) swing

Answer

(c) soul


Question 2.
According to the poet. everyone wants to hear
(a) good music
(b) fine words
(c) a new poem
(d) new and noble thoughts

Answer

(d) new and noble thoughts


Question 3.
The words can free a thought which is
(a) In a prison
(b) In the mind
(c) In the eyes
(d) nowhere

Answer

(b) In the mind


Question 4.
The real beauty is in
(a) new and beautiful ideas
(b) beautiful words
(c) beautiful expression
(d) surprising words

Answer

(a) new and beautiful ideas


Question 5.
The word ‘longing’ is a
(a) gerund
(b) verb
(c) noun
(d) adjective

Answer

(c) noun

Important Questions

Question 1.
All that you-do is match the words
To the brightest thoughts in your head
Answer:
You need to find the accurate words which seem to translate your best thoughts.

Question 2.
For many of the loveliest things
Have never yet been said
Answer:
The poet encourage readers to convert their thoughts into words and speak them as there are loveliest things that never yet been said.

Question 3.
And everyone’s longing today to hear
Some fresh and beautiful thing
Answer:
If you want to express your thought, you will find many eager listeners. Everyone is very eager to hear something new and beautiful.

Question 4.
But only words can free a thought
From its prison behind your eyes
Answer:
You have thoughts in your mind but its in prison behind your eyes. You need to free your thoughts from the prison by giving them word.

The Wonderful Words Extra Questions and Answers Reference to Context

Question 1.
All that you do is match the words
To the brightest thoughts in your head
So that they come out clear and true
And handsomely groomed and fed
For many of the loveliest things
Have never yet been said.

Explanation
One’s actions must match with the bright thought that flashes in one’s mind, expressing that idea or thought. The proper usage of words decorates that idea masses. A lot more is needed to be done and expressed. There is always a scope spheres. Which is yet untouched and undiscovered.

(i) How brightest thought’ can be expressed?
(ii) What can come out ‘clear and true’?
(iii) Why is that the thought needs to be groomed?
(iv) Explain ‘Have never yet been said’.
(v) Change the word ‘handsome’ to adverb.
Answer:
(i) The thought can come out clear and true.
(ii) The thought can come out clear and true.
(iii) The thought needs to be groomed for better understanding.
(iv) The poet explains that a lot of thoughts did not come out as they were not expressed in language
(v) Handsomely.

Question 2.
Words are the food and dress of thought
They give it its body and swing
And everyone’s longing today to hear
Some fresh and beautiful thing;
But only words can free a thought
From its prison behind your eyes
May be your mind is holding now
A marvellous new surprise!

Explanation
Words are the food for thought and decorates one’s thought. Proper shapes are given to ideas. Everyone wish to hear new and interesting things that are appealing and soothes to the ears of the listeners. The poet emphasized on the importance of expression through words. New and innovative ideas keep coming and may prove to be fruitful for humanity in general.

(i) How can be words the ‘food and dress’?
(ii) What do everyone wish for?
(iii) What is imprisoned behind the eyes?
(iv) What does the poet pray for?
(v) Find out the antonym of‘Marvellous’.
Answer:
(i) The words are food and dress as they feed and decorate one’s thought.
(ii) Everyone wish to hear something about fresh and beautiful things.
(iii) A thought is imprisoned behind the eyes.
(iv) The poet prays for expression of some surprise idea.
(v) ‘Ordinary’.

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CHAPTER -5 Where Do All the Teachers Go? Class 6th | Poem | CLASS 6th |IMPORTANT QUESTIONS & MCQs | NCERT ENGLISH | EDUGROWN

Class 6th English Honeysuckle

NCERT Solutions for Class 6 English are solved by experts  in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 English NCERT Important Questions & MCQs (Honeysuckle, A Pact With the Sun) with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 English can easily make a grade in their board exams.

Chapter 5 Where Do All the Teachers Go?

MCQ Questions 

Question 1.
The child poet wonders
(a) why the teachers do not have dress code
(b) if teachers live in ordinary houses
(c) If he could be a teacher
(d) if the teachers ever sleep

Answer

(b) if teachers live in ordinary houses


Question 2.
The poet refuses to believe
(a) that teachers go home after work
(b) that teachers are no superstars
(c) that they do not do domestic work
(d) that they watch movies

Answer

(a) that teachers go home after work


Question 3.
For him, teachers are
(a) weak
(b) strong
(c) perfect
(d) no role-models

Answer

(c) perfect


Question 4.
No teacher can ever
(a) be a role-model
(b) make mistakes in spellings
(c) be hardworking
(d) hit children

Answer

(b) make mistakes in spellings


Question 5.
It is only children who can
(a) wear unclean clothes
(b) shout like mad men
(c) never lose their books
(d) behave unruly

Answer

(a) wear unclean clothes


Question 6.
In stanza two, pick their noses means
(a) dig their noses
(b) use fingers to remove mucus from the nose
(c) touch their nose
(d) hit their nose

Answer

(b) use fingers to remove mucus from the nose


Question 7.
The things that normal people do are
(a) they do not live with their children
(b) they wear only formal dress
(c) they relax at home
(d) they get up early In the mornings

Answer

(c) they relax at home


Question 8.
The speaker finds it hard to believe that his teachers are
(a) great men
(b) ordinary people
(c) learned
(d) educated

Answer

Answer: (b) ordinary people


Question 9.
The speaker thinks that the teachers are always
(a) in pyjamas
(b) dressed like a teacher
(c) in party-wears
(d) shabbily dressed

Answer

Answer: (b) dressed like a teacher


Question 10.
The speaker feels teachers have no time for
(a) studies
(b) teaching
(c) learning
(d) teachers

Answer

Answer: (d) teachers


Question 11.
According to the poem the students are much impressed by their
(a) parents
(b) soldiers
(c) policemen
(d) teachers

Answer

Answer: (d) teachers


Question 12.
The speaker is discussing of the things for which the children are often
(a) praised
(b) punished
(c) awarded
(d) advised

Answer

Answer: (b) punished


(1)

Where do all the teachers go
When it’s four O’ clock?
Do they live in houses
And do they wash their socks?
Do they wear pajamas
And do they watch TV?

Question 1.
The name of the poet is
(a) Peter Dixon
(b) L.M. Haul
(c) Harry Behn
(b) Y-Yeh-Shure

Answer

(a) Peter Dixon


Question 2.
The poem is about what a child wants to know about
(a) his home
(b) his parents
(c) his teachers
(d) his school

Answer

(c) his teachers


Question 3.
The speaker finds it difficult to believe that his teachers are
(a) great men
(b) ordinary people
(c) learned
(d) educated

Answer

(b) ordinary people


Question 4.
The speaker thinks that the teachers are always
(a) In pyjamas
(b) dressed like a teacher
(c) in party-wears
(d) Shabbily dressed

Answer

(b) dressed like a teacher


Question 5.
The speaker feels teachers have no time for
(a) studies
(b) teaching
(c) learning
(d) entertainment

Answer

(d) entertainment


(2)

Arid do they pick their noses
The same as you and me?
Do they live with other people
Have they mums and dads?
And were they ever children
And were they ever bad?

Question 1.
They’ In the passage refers to
(a) teachers
(b) students
(c) parents
(d) villagers

Answer

(a) teachers


Question 2.
According to the speaker plucking nose’ is
(a) good
(b) bad
(c) serious
(d) ill-mannered

Answer

(d) ill-mannered


Question 3.
The speaker finds It difficult to believe that the teachers are
(a) great people
(b) ordinary people
(c) very learned
(d) rich

Answer

(b) ordinary people


Question 4.
The passage shows that the students are much Impressed by their
(a) parents
(b) soldiers
(c) policemen
(d) teachers

Answer

(d) teachers


Question 5.
The phrase pick nos& means to
(a) touch the nose
(b) blow the nose
(c) pull mucus from the nose
(d) scratch the nose

Answer

(c) pull mucus from the nose


(3)

Did they ever. never spell right
Did they ever make mistakes?
Were they punished in the comer
If they pinched the chocolate flakes ?
Did they ever lose their hymn books
Did they ever leave their greens?
Did they scrabble on the desk tops

Question 1.
In the passage we have some one talking about
(a) the children
(b) the teachers
(c) how the children think
(d) what the teachers think

Answer

(c) how the children think


Question 2.
The speaker is talking of the things for which the children are often
(a) praised
(b) punished
(c) awarded
(d) advised

Answer

(b) punished


Question 3.
The speaker seems to think that the behaviour of the teachers is such that they appear to be the people who are
(a) good
(b) bad
(c) decent
(d) out of the world

Answer

(c) decent


Question 4.
The passage shows that the students have a habit of writing on
(a) paper
(b) books
(c) walls
(d) desks

Answer

(d) desks


Question 5.
The words ever’ and never’ are
(a) adverbs
(b) verbs
(c) nouns
(d) adjectives

Answer

(a) adverbs


(4)

Did they wear old dirty jeans ?
I’ll follow one back home today
I’ll find out what they do
There I’ll put it in a poem
That they can read to you.

Question 1.
This passage has been taken from the poem
(a) A House, A Home
(b) The Kite
(c) Beauty
(d) Where do All the Teachers Go?

Answer

(d) Where do All the Teachers Go?


Question 2.
The speaker of this passage is
(a) the poet
(b) Achilles
(c) a student
(c) the headmaster

Answer

(c) a student


Question 3.
They’ In the poem refers to
(a) the teachers
(b) the people
(c) the children
(d) the students

Answer

(a) the teachers


Question 4.
‘You’ In the poem refers to
(a) the teachers
(b) the people
(c) the children
(d) the students

Answer

(d) the students


Question 5.
The adjective form of ‘poem’ is
(a) poet
(b) poetic
(c) poetry
(d) poems

Answer

(b) poetic

Important Questions 

Question 1.
Why does the poet want to know where the teachers go at four o’clock?
Answer:
The poet wanted to know where the teachers go at four o’clock because this is the time when school got over.

Question 2.
What are the things normal people do that the poet talks about?
Answer:
Normal people go home after work. They relax in their houses wearing an informal dress and watch T.V. They live with their parents and children. Normal people commit mistakes. Sometimes they are seen wearing dirty clothes also.

Question 3.
What does he imagine about?
(a) where teachers live?
(b) what they do at home?
(c) the people with whom they live?
(d) Their activities when they were children in school?
Answer:
(a) In house
(b) Washed their socks, wore pyjamas, picked their noses, and watched TV.
(c) Lived with other people and if they also had mother and fathers.
(d) They were also bad made mistakes, never spelled right and were punished in the comer for pinching the chocolate flakes. They lost their hymn books scribbled on the desk tops or wore old dirty jeans.

Question 4.
Why does the poet wonder if teachers also do things that other people do?
Answer:
The poet wonders because the teachers do not appear to him as normal human beings. They seem to be so perfect that they cannot make the mistakes or do chores which ordinary people do.

Question 5.
How does the poet plan to find out? What will he do once he finds out?
Answer:
The poet plans to follow one of the teachers on the way back home that day to find out what they did. Once he succeeds in doing so, he would compose it into a poem, which then those teachers would read to their students.

Question 6.
What do you think these phrases from the poem mean?
(i) punished in the comer
(ii) leave their greens.
Answer:
(i) getting punishment of standing in the comer of the class room.
(ii) Greens refer to cooked green vegetable leaves. Children do not like to eat them.

Where Do All the Teachers Go Extra Questions and Answers Reference to Context

Question 1.
Where do all the teachers go
When it’s four o’clock?
Do they live in houses

And do they wash their socks?
Do they wear Pyjamas
And do they watch TV?

Explanation
The poet enquires about the place where the teachers go at 4 o’ clock. He asks if they live in houses and do petty chores like washing their socks. Do the teachers wear pyjamas and watch TV like everyone does?

(i) What is the name of the poet?
(ii) About whom does the poet want to know?
(iii) Why did he mention ‘pyjamas’?
(iv) What does he want to know about the teacher?
(v) What is the idea behind the question of the child?
Answer:
(i) Peter Dixon is the name of the poet.
(ii) The poet wants to know about the teachers.
(iii) Teachers are always dressed nice and wearing pyjamas is a common man’s habit. So he asks if teachers live ordinary life too.
(iv) He wants to know about the activities of the teacher.
(v) The teachers live an ideal life so it is difficult for the poet to believe that teachers live like common people.

Question 2.
And do they pick their noses
The same as you and me?
Do they live with other people

Have they mums and dads?
And were they ever children
And were they ever bad?

Explanation
The poet asks whether teachers pick their noses as most of the children do. He asks if they have parents and how were they as children. Did they ever behaved badly?

(i) What is the name of poem?
(ii) Who are ‘they’ referred to is the extract?
(iii) What was difficult to believe for teachers?
(iv) Why did the poet mention ‘pick their noses’?
(v) Give antonym of pick
Answer:
(i) Where do all the teachers go?
(ii) ‘They’ is referred to the teachers.
(iii) The poet fails to imagine teachers as ‘ill mannered’ as he himself is.
(iv) ‘Picking of the nose’ is done by ill-mannered children. The poet finds it hard to believe for teacher.
(v) Reject

Question 3.
Did they ever, never spell right
Did they ever make mistakes?
Were they punished in the comer
If they pinched the chocolate flakes?

Did they ever lose their hymn books
Did they ever leave their greens?
Did they scribble on the desk tops
Did they wear old dirty jeans?

Explanation
The poet questioned whether the teachers have ever committed mistakes and at young age were they also used to write wrong spelling. Were they ever punished for pinching chocolate flakes. The questions raised about losing a hymn book. And leaving green vegetables in plate. Did they ever write on desk tops. Wearing dirty jeans is also a concern for the child.

Questions
(i) Whom does the poet refer to in the above line?
(ii) What are the things for which a child is punished?
(iii) What is the general habits of children?
(iv) Why was the poet concerned about dirty clothes?
(v) What is the meaning of ‘scribble’?
Answer:
(i) The poet refers to teacher.
(ii) Children are often punished for incorrect spellings, pinching chocolate flakes, for leaving vegetables.
(iii) The children often leave vegetables in plates and scribble on desks.
(iv) The poet always see their teachers nicely dressed so it was unacceptable to him to think of worn and dirty clothes.
(v) Write.

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CHAPTER -4 Beauty Class 6th | Poem | CLASS 6th |IMPORTANT QUESTIONS & MCQs | NCERT ENGLISH | EDUGROWN

Class 6th English Honeysuckle

NCERT Solutions for Class 6 English are solved by experts  in order to help students to obtain excellent marks in their annual examination. All the questions and answers that are present in the CBSE NCERT Books has been included in this page. We have provided all the Class 6 English NCERT Important Questions & MCQs (Honeysuckle, A Pact With the Sun) with a detailed explanation i.e., we have solved all the question with step by step solutions in understandable language. So students having great knowledge over NCERT Solutions Class 6 English can easily make a grade in their board exams.

Chapter 4 Beauty

MCQ Questions

Question 1.
Beauty is
(a) a thing of joy forever
(b) everywhere in America
(c) lost forever
(d) short-lived

Answer

(a) a thing of joy forever


Question 2.
Human beings have created beauty through
(a) their good deeds
(b) their unpleasant behaviour
(c) the efforts of others
(d) their muscle strength

Answer

(a) their good deeds


Question 3.
One feels happy to see the sun
(a) In the month of June
(b) In the month of December
(c) during solar eclipse with a naked eye
(d) for the whole day

Answer

(b) In the month of December


Question 4.
Beauty depends on
(a) the soul
(b) the spirit
(c) the mind
(d) thee yes

Answer

(c) the mind


Question 5.
The poets have been singing of beauty
(a) since 1999
(b) since olden times
(c) since the world began
(d) since long

Answer

(c) since the world began


Question 6.
Beauty can be
(a) only seen
(b) only heard
(c) seen, heard and felt
(d) permanent

Answer

(c) seen, heard and felt


Question 7.
Shelley said
(a) Beauty is heard
(b) Heard melodies are sweet
(c) Beauty is seen
(d) Beauty is Truth and Goodness

Answer

(b) Heard melodies are sweet


Question 8.
The poem describes the beauty which is seen
(a) in the dark
(b) within
(c) during the day
(d) in nature

Answer

Answer: (d) in nature


Question 9.
The poet is thinking of the beauty of
(a) the soul
(b) the sound
(c) nature
(d) people

Answer

Answer: (c) nature


Question 10.
The phrase “wind sighing’ show that the wind is
(a) unhappy
(b) passing through the trees
(c) blowing in the dark
(d) not blowing

Answer

Answer: (b) passing through the trees


Question 11.
While resting, beauty can be seen in
(a) rest
(b) work
(c) happy thoughts
(d) good dreams

Answer

Answer: (c) happy thoughts


Question 12.
Work can be beautiful if it
(a) is done in a selfless manner
(b) take rest
(c) gives us money
(d) gives us fame

Answer

Answer: (a) is done in a selfless manner


Question 13.
Life can be truly beautiful if we always
(a) do good work
(b) take rest
(c) earn much wealth
(d) have happy thoughts

Answer

Answer: (d) have happy thoughts


(1)

Beauty is seen
In the sunlight.
The trees, the birds,
Corn growing and people working
Or dancing for their harvest.

Question 1.
The passage has been taken from the poem
(a) Beauty
(b) A House, A tome
(c) Quarrel
(b) The Kite

Answer

(a) Beauty


Question 2.
The poem has been composed by
(a) Harry Behn
(b) E-Yeh-Shure
(c) L.M. Halli
(d) Eleanor Farjeon

Answer

(b) E-Yeh-Shure


Question 3.
The passage describes the beauty which is seen
(a) in the dark
(b) within
(c) during the day
(d) In nature

Answer

(c) during the day


Question 4.
The people described In the passage are found in
(a) cities
(b) towns
(c) palaces
(d) villages

Answer

(d) villages


Question 5.
The noun form of ‘grow’ is
(a) growing
(b) grown
(c) grew
(d) growth

Answer

(d) growth


(2)

Beauty is heard
in the night,
Wind sighing. rain falling.
Or a singer chanting
Anything in earnest.

Question 1.
The passage describes the beauty of
(a) the dark
(b) the day
(c) Inside
(b) nature

Answer

(a) the dark


Question 2.
The poet is thinking of the beauty of
(a) the soul
(b) the sounds
(c) nature
(d) people

Answer

(b) the sounds


Question 3.
The phrase wind sighing’ shows that the wind is
(a) unhappy
(b) passing through the trees
(c) blowing in the dark
(d) not blowing

Answer

(b) passing through the trees


Question 4.
The song’s music Is beautiful when the singer sings
(a) on Instruments
(b) without instruments
(c) with feelings
(d) loudly

Answer

(c) with feelings


Question 5.
The noun form of ‘sighing is
(a) sight
(b) slight
(c) sighed
(d) sigh

Answer

(d) sigh


(3)

Beauty is in yourself.
Good deeds, happy thoughts
That repeat themselves
In your dreams,
In your u, or k,
And even in your rest.

Question 1.
In this passage. beauty is seen
(a) In the dark
(b) within
(c) during the day
(b) in nature

Answer

(b) within


Question 2.
While resting, beauty can be seen in
(a) rest
(b) work
(c) happy thoughts
(d) good dreams

Answer

(c) happy thoughts


Question 3.
Work can be beautiful If It
(a) Is done In a selfless manner
(b) Is done for self interest
(c) gives us money
(d) gives us fame

Answer

(a) Is done In a selfless manner


Question 4.
Life can be truly beautiful If we always
(a) do good work
(b) take rest
(c) earn much wealth
(d) have happy thoughts

Answer

(d) have happy thoughts


Question 5.
In this passage the word ‘work’ is
(a) noun
(b) verb
(c) adjective
(d) adverb

Answer

(a) noun 

Important Questions

Question 1.
The poet says, “Beauty is heard in …”
Can you hear beauty? Add a sound that you think is beautiful to the sounds the poet thinks are beautiful. –
The poet, Keats, said:
Heard melodies are sweet,
But those unheard are sweeter.
What, do you think this means? Have you ever ‘heard’ a song in your head, long after the song was sung or played?
Answer:
The sound of a child’s laughter is also beautiful.
Keats means that poems that one keeps on chanting in his mind are a greater source of happiness than the one which is heard from someone.
Yes, it is true we often keep on hearing a beautiful song long after the singer has stopped singing.

Question 2.
Read the first and second stanzas of the poem again. Note the following phrases, corn growing, people working or dancing, wind sighing, rain falling, a singer chanting These could be written as
• corn that is growing
• people who are working or dancing
Can you rewrite the other phrases like this? Why do you think the poet uses the shorter phrases?
Answer:
Wind that is sighing
rain that is falling
a singer who is chanting
The poet uses the shorter phrases to enhance its beauty and for creating musical effect.

Question 3.
Find pictures of beautiful things you have seen or heard of.
Answer:
Please find those pictures yourself.

Question 4.
Write a paragraph about beauty. Use your own ideas along with the ideas in the poem. (You may discuss ideas with your partner)
Answer:
A beautiful thing brings smile in face of every one that sees or feels it. A beautiful blessing of nature or lap of mother, cuddling of sibling, reading about great people give happiness and endless immortal feel. In the nature everyone has different kind of beauty. It depends on one’s perspective that how he or she see takes it.

Beauty Extra Questions and Answers Reference of Context

Question 1.
Beauty is seen
In the sunlight,
The trees, the birds,
Corn growing and people working
Or dancing for their harvest.

Explanation
Beauty is all around us it can be felt and seen in the ‘natures’ gifts like , trees, birds etc. growing of com, blooming of a fruit laden plant from a seed, and in tilling the harvest make them to dance to show their messiest.

(i) Where can beauty be seen?
(ii) What are the beautiful things?
(iii) What is the reason of dancing in the poem?
(iv) What is the noun form of ‘grow’?
(v) What is the meaning of “harvest’?
Answer:
(i) Beauty can be seen in daylight, trees, birds etc.
(ii) The beautiful things are trees, birds, harvest and dancing of workers that worked hard.
(iii) The harvest is the yield of tiresome end over of the workers. So they dance in happiness.
(iv) Growth.
(v) Cut and collect crop.

Question 2.
Beauty is heard
In the night,
Wind sighing, rain falling,
Or a singer chanting
Anything in earnest.

Explanation
Beauty can be witnessed and experienced at night also blowing of breeze, falling of rain drops. Anything done with a sincere endeavour can be noticed at the night. Lyrical singers get attention and soothes the soul at night.

(i) What does the poet mean by ‘beauty heard in the night’?
(ii) What can be heard at night?
(iii) Why is it so that one can listen clearly at night?
(iv) What is the impact of the sounds?
(v) What is the antonym of‘earnest’?
Answer:
(i) The poet says that as one cannot see at night, yet the sounds can be heard.
(ii) Melodious sound of wind sighing, falling of rain drop and singing of songs can be heard at night.
(iii) Because most of the activities takes place in the day, comes at halt. So it is easy to listen to the sounds.
(iv) The sounds brings peace and are harmonious to the nature.
(v) Insincere.

Question 3.
Beauty is in yourself.
Good deeds, happy thoughts
That repeat themselves
In your dreams,
In your work,
And even in your rest.

Explanation
The poet affirms that beauty lies in eyes of beholders. Great works and happiness done with good intention stays in mind. Their impact is impeccable. It reflects through ones action.
A person can have good and comfortable sleep when he is satisfied in life.

(i) What do you understand by ‘Beauty is in yourself?
(ii) How do ‘Good deeds’ repeat in dream?
(iii) What is the meaning of‘deeds’?
(iv) What is the name of the poem?
(v) Write the name of the poet.
Answer:
(i) Beauty is deep within a person. It is reflected through his action and thoughts.
(ii) A person’s action and its impacts stay in his thoughts. So dream reflect what he perceives.
(iii) ‘A conscious effort’.
(iv) The name of the poem is ‘Beauty’.
(v) The poet name is ‘E-Yeh-Shure’.

 

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